Abstract

This study is on factors militating against effective teaching and learning of business studies in some junior secondary school. The total population for the study is 200 staff of selected secondary schools in Nsukka educational zone Enugu state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up principals, vice principals administration, senior staff and junior staff was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies

 CHAPTER ONE

INTRODUCTION

1.1      Background of the study

Business Education could be referred to as that area of vocational education that offers to courses in economic, commerce, book keeping, accounts, business mathematic typing and shorthand. The international dictionary of education (2001) refers to it as both commercial studies and business studies. The dictionary sees the commercial studies of education as the area that comprises such school subjects as typewriting, shorthand, book keeping and elementary accounting and defines business education a studies of commerce and management subjects. This definition however does not indicate the level of education at which the title should be used. The difference in title is a matter of sentiment which does not in any way determine the content of the courses at the various levels of education. In the secondary school in Nigeria the subject is regarded as business studies but in the higher levels, in colleges and universities it is known as Business education or management science which covers subjects as well as related courses like business law, business management, accountancy, marketing data processing and computer. Under the new system in education, these subjects are not studies in isolation in the junior secondary school. As a result of this problem, there has been less interest and motivation on the part of the students who offer business subjects in schools. The present situation in Nigeria can be compared to that of America when the National Business Education Association Chaired by A. C. Franker(1993) observed that office and distributive occupation constitute one of the fastest growing employment groups in the labour market. The teaching of business education in secondary schools today is not encouraging as there are insufficient qualified teachers, lack of teaching facilities, textbooks and workshops. Besides, period allocations for the teaching of the subjects as a teaching unit are hardly enough to cover the scheme within the specified period. The teaching of business education in secondary schools today is not encouraging as there are insufficient qualified teachers, lack of teaching facilities, textbooks and workshops. Besides, period allocations for the teaching of the subjects as a teaching unit are hardly enough to cover the scheme within the specified period. Yet schools continue to produce students who pass through the teaching of business education as a subject without the requisite acquisition of skills.

1.2      STATEMENT OF THE PROBLEM

In the senior secondary school, business education subjects are treated as interpreted subject, as business studies, which comprises commerce, office practice, bookkeeping and accounting, shorthand, and typewriting. In the senior secondary school, it is treated as single subjects where the students are allowed to choose the subjects they feel they cando. These subjects are economies, commerce, bookkeeping andaccounting, shorthand and typewriting. For the effective teaching and learning of business education subject, there should be enough qualified teachers, enough instructional Materials, enough period of teaching allocated to the subject and adoption of practical oriented teaching method, these will lead to the realization in teaching of the subject in school. Moreover, the availability and utilization of the instructional facilities in most of the schools cannot be guaranteed and the training in the subject areas where they will specialize in future. This is because most universities and colleges of education allow their undergraduates to specialize in particular option of their choice, thereby producing graduates who are not all round specialists.

1.3      OBJECTIVE OF THE STUDY

The objectives of the study are;

1.   Identifying the equipment and other facilities available for teaching business subject in secondary schools

2.   Ascertaining the number of professionally trained teachers who teachthese business subjects in secondary schools.

3.   Determining the extent of support from government for business education programme in secondary schools

1.4      RESEARCH HYPOTHESES

The hypotheses stated below are raised in order to actualize the objectives of this study.

Hypothesis One

HO:   There is no the equipment and other facilities available for teaching business subject in secondary schools

HI:    There is the equipment and other facilities available for teaching business subject in secondary schools

 Hypothesis Two

HO:  there is no extent of support from government for business education programme in secondary schools. 

HI:   there is extent of support from government for business education programme in secondary schools

1.5      SIGNIFICANCE OF THE STUDY

This study will be very significant to student, business men and the general public. The study will give a clear insight on factors militating against effective teaching and learning of business studies in some junior secondary school. The study will serve as a reference to other researcher that will embark on this topic

1.6 SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers factors militating against effective teaching and learning of business studies in some junior secondary school. The researcher encounters some constrain which limited the scope of the study;

 a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study   

b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

1.7 DEFINITION OF TERMS

MILITATING: be a powerful or conclusive factor in preventing.

TEACHING: Teaching is an instruction or delivering a particular skill or subject or something that someone tells you to do. For Teaching in this case may refer to showing or explaining to a student how to do something. Learn more in: Active Learning with Technology Tools in the Blended/Hybrid Classes.

LEARNING: Learning is the process of acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in some plants.

BUSINESS STUDIES: Business Studies is an academic subject taught in schools and at university level in many countries. Its study combines elements of accountancy, finance, marketing, organizational studies and economics.

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study

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